ERIC Number: ED314854
Record Type: RIE
Publication Date: 1989
Reference Count: N/A
Testing: Where We Stand.
American Association of School Administrators, Arlington, VA.
A wave of criticism has been leveled at standardized achievement tests of basic skills. Part of the debate concerns the types of tests administered, such as the Standardized/Norm-Referenced tests, Criterion-Referenced tests, Minimum Competency tests, National Assessment of Educational Progress tests, alternatives to standardized tests, IQ tests, and aptitude tests. It is argued that data generated by using any method of testing can potentially be misused. That is why the American Association of School Administrators has chosen to state its position on a number of vital testing issues, including the following: (1) norm-referenced testing; (2) criterion-referenced testing; (3) teacher-made assessments; (4) truth-in-testing legislation; (5) curricular alignment/teaching to the test; (6) overtesting; (7) beyond standardized testing; (8) making fair comparisons; (9) releasing test scores; (10) minimum competency testing; (11) district testing experts; and (12) a national curriculum. (SI)
Descriptors: Academic Achievement, Achievement Tests, Criterion Referenced Tests, Educational Testing, Elementary Secondary Education, Intelligence Quotient, Intelligence Tests, Norm Referenced Tests, Pamphlets, Standardized Tests, Student Evaluation, Testing Programs
Publications, American Association of School Administrators, 1801 N. Moore Street, Arlington, VA 22209 (Stock No. 021-000253; $2.75; quantity discounts).
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: American Association of School Administrators, Arlington, VA.